GRADE 8 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Day 29-32 Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of logic and reasoning.
2. Performance The learner is able to communicate mathematical thinking with coherence and clarity in formulating and analyzing
Standards arguments.

3. Learning Determines the inverse,
Competencies / converse, and
Objectives contrapositive of an if-then
statement.
(M8GE-IIg-1)
a. Identify the hypothesis
and conclusion of a
conditional statement
b. Formulate the converse,
inverse and
contrapositive of the if-
then statement
c. Find pleasure in
formulating the
contrapositive of the if-
then statement
Illustrates the equivalences Illustrates the equivalences Illustrates the equivalences
of: (a) the statement and its of: (a) the statement and its of: (a) the statement and its
contrapositive; and (b) the contrapositive; and (b) the contrapositive; and (b) the
converse and inverse of a converse and inverse of a converse and inverse of a
statement. statement. statement.
(M8GE-IIg-2) (M8GE-IIg-2) (M8GE-IIg-2)
a. Identify the hypothesis a. Identify the hypothesis a. Identify the hypothesis
and conclusion of a and conclusion of a and conclusion of a
conditional statement conditional statement conditional statement
b. Formulate the converse, b. Formulate the converse, b. Formulate the converse,
inverse and inverse and inverse and
contrapositive of the if- contrapositive of the if- contrapositive of the if-
then statement then statement then statement
c. Determine the logically c. Determine the logically c. Determine the logically
equivalent statements equivalent statements equivalent statements

II. CONTENT Conditional Statements Conditional Statements Conditional Statements Conditional Statements
III. LEARNING
RESOURCES
A. References
 1. Teacher’s
Guide 350-357 350-357 350-357 350-357

2. Learner’s
Materials 321-327 321-327 321-327 321-327

3. Textbook

Crisostomo , Ricardo M. Crisostomo, Ricardo M. Crisostomo, Ricardo M. Crisostomo, Ricardo M.

et.al., Our World of Math 8 et.al, Our World of Math 8 et.al, Our World of Math 8 et.al, Our World of Math 8
pages 231-234 pages 231-234 pages 231-234 pages 231-234

4. Additional
Materials from www.mpsaz.org/mesa/staff/ www.mpsaz.org/mesa/staff/ www.mpsaz.org/mesa/staff/ www.mpsaz.org/mesa/staff/
Learning mjlarson/.../geom_ppt_2.1_c mjlarson/.../geom_ppt_2.1_c mjlarson/.../geom_ppt_2.1_c mjlarson/.../geom_ppt_2.1_c
Resource (LR) onditional statement.pptx onditional statement.pptx onditional statement.pptx onditional statement.pptx
portal
B. Other Learning Grade 8 LCTG by DEp Ed Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed
Resources Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016,
laptop, LCD projector laptop, LCD projector laptop, LCD projector laptop, LCD projector
IV. PROCEDURES
A. Reviewing previous Warm Up Read and analyze the
lesson or presenting Determine if each statement statements below. Tell
the new lesson is true or false. whether each statement is Complete the table.
Complete the table.
1. The measure of an true or false.
obtuse angle is less than If-then Form: If a figure has
Statement: four sides, then it is a
90°. 1. If it rains, then the ground
Today is Tuesday, the next square.
2. All perfect-square is wet.
numbers are positive. 2. If the ground is wet, then day is Wednesday.
3. Every prime number is it rained.
odd. 3. If it does not rain, then
4. Any three points are the ground is not wet.
coplanar. 4. If the ground is not wet,
then it did not rain.
B. Establishing a Conditional statement is
purpose for the known as if-then statements.
lesson The “if” part is the hypothesis
denoted by p, and the “then”
part is the conclusion
denoted by q.
In symbol, If p, then q.
Hypothesis tells us what
is given or what is to be
assumed. Conclusion tells
us what to follow from the
assumption.
 Give the hypothesis
and conclusion of
each statement Review about converting
above. Review about converting statements to the other
 If statement 1 is the statements to the other related conditional
original conditional related conditional statements.
statement, which is statements.
the converse?
inverse?
contrapositive?

C. Presenting examples/ Example1. Analyze each statement

instances of the Conditional Statement: If a and the truth value of each.
lesson triangle is obtuse, then it
has exactly one obtuse Example 1. Give the equivalent
angle. Conditional Statement: statement. Give the equivalent
If it rains, then the ground is statement.
Contrapositive: If a triangle wet. (T) 1. Conditional Statement: If
has no obtuse angle, then it a triangle is obtuse, then it 1. Conditional Statement: If I
is not an obtuse triangle. Converse: has exactly one obtuse take out my cell phone, then
If the ground is wet, then it angle. Mr. Cruz will confiscate it.
Example 2. rained. (F)
Conditional Statement: If 2. Conditional Statement: If 2. Conditional Statement: If I
two angles are Inverse: two angles are am happy, then I smile.
complementary, then they If it does not rain, then the complementary, then they
are acute. ground is not wet.(F) are acute. 3. Conditional Statement: If
a triangle is isosceles, then
Contrapositive: If angles Contrapositive: 3. Conditional Statement: If two of its sides are the
are not acute, then they are If the ground is not wet, an animal is a cat, then it same.
not complementary. then it did not rain. (T) has four paws.
Example 3. Example 2.
Conditional Statement: If an Conditional Statement:
animal is a cat, then it has If an animal is a bird, then it
four paws. has feathers. (T)

Contrapositive: If an animal Converse: If an animal has

does not have four paws, feathers, then it is a bird. (T)
then it is not a cat.
Inverse: If an animal is not a
Example 4. bird, then it has no
Conditional Statement: If feathers.(T)
Cardo’s birthday is February
29, then he was born in a Contrapositive: If an animal
leap year. has no feathers, then it is
not a bird.(T)
Contrapositive: If Cardo was
not born in a leap year, then
Example 3.
his birthday was not
Conditional Statement: If
February 29.
two angles are
complementary, then their
measures add up to 90
degrees. (T)

Converse: If the measure of

two angles add up to 90
degrees, then they are
complementary.(T)

Inverse: If two angles are

not complementary, then
their measure does not add
up to 90 degrees. (T)

Contrapositive: If the
measure of two angles does
not add up to 90 degrees,
 then they are not
complementary. (T)

D. Discussing new  How do you

concepts and distinguish the
practicing new skills hypothesis and the
#1 conclusion in an if-
then statement?  How did you form the
 Can the hypothesis converse, inverse
 How did you form the  How did you form the
and conclusion be and contrapositive?
equivalent equivalent
interchanged?  Which of the
statement? statement?
 What is the statements have the
 Why can you say that  Why can you say that
importance of same meaning?
they are equivalent? they are equivalent?
determining the  Which are logically
hypothesis and the equivalent
conclusion of an if- statements?
then form?

E. Discussing new Construct the Converse,

concepts and Tell whether each statement Inverse or Contrapositive of
practicing new skills is true or false. the given statement. Construct the Converse,
#2 Inverse or Contrapositive of
Statement : the given statement.
Give the contrapositive of Two angles that form a
linear pair are
“If the measure of an angle If-Then Form:
° supplementary. If a quadrilateral has four
is 90 , then it is a right
angle.” right angles then it is a
If-Then Form: rectangle.
If two angles form a linear Converse:_____________
pair, then they are Inverse: ______________
supplementary. Contrapositive:_________
Converse:______________
Inverse: _______________
Contrapositive:__________
 F. Developing mastery Give the contrapositive of “If Which of the following
(Leads to Formative a polygon has three sides, statements are equivalent? Use the given statement to
Assessment 3) then it is a triangle.” 1. If you are a guitar player, complete the following. Use the given statement to
then you are a musician. Statement: complete the following.
2. If you are a musician, then Two right angles are
you are a guitar player. congruent. If-Then Form: If Juan lives
in a congested area, then
3. If you are not a guitar
If-Then Form: he is infected with dengue.
player, then you are not a
____________________ Converse:____________
musician. Converse:____________ Inverse: _____________
4. If you are not a musician, Inverse: _______________ Contrapositive:________
then you are not a guitar Contrapositive:__________
player.

G. Finding practical Give the equivalent

From your answers above, From your answers above,
applications of Give the contrapositive of “If statement.
determine if each statement determine if each statement
concepts and skills in a polygon has four sides, is true or false, then give the is true or false, then give the
daily living then it is a quadrilateral.” If you are a Filipino, then
equivalent statement of equivalent statement of
you have black hair.
each. each.
H. Making A conditional statement and A conditional statement and Generalization:
generalizations and its contrapositive are either its contrapositive are either A conditional statement
abstractions about both true or both false. The both true or both false. The and its contrapositive are
The contrapositive of a original conditional original conditional either both true or both
the lesson statement is obtained by statement and its statement and its false. The original
both exchanging and contrapositive will always contrapositive will always conditional statement and
negating the hypothesis and have the same meaning. have the same meaning. its contrapositive will always
the conclusion. have the same meaning.
In short, Similarly, the converse Similarly, the converse
Conditional Statement: and the inverse of a and the inverse of a Similarly, the converse
If p, then q. conditional statement are conditional statement are and the inverse of a
Contrapositive: either both true or both either both true or both conditional statement are
If not q, then not p. false. The converse and false. The converse and either both true or both
inverse of a conditional inverse of a conditional false. The converse and
statement will always have statement will always have inverse of a conditional
the same meaning. the same meaning. statement will always have
the same meaning.
 When two statements When two statements
are both true or both false, are both true or both false, When two statements
they are called equivalent they are called equivalent are both true or both false,
statements. statements. they are called equivalent
statements.

I. Evaluating learning Write the converse, inverse,

Look for a partner. Create
an if-then statement. It may
be based from your
experiences, definitions,
postulates or rules. Write its
contrapositive statement.
J. Additional activities
for application or
remediation
Give the contrapositive of
“If the perimeter of a square
is 56 cm, then each side is
14 cm long.”
and contrapositive of the Choose your partner. Based Choose your partner. Based
conditional statement on your experience, create on your experience, create
“If two angles are an if-then form statement. an if-then form statement.
congruent, then they have Construct its converse, Construct its converse,
the same measure.” Find inverse, and contrapositive. inverse, and contrapositive.
the truth value of each and Determine its equivalent Determine its equivalent
give the equivalent statement. statement.
statements.
Statement:
∠1 and ∠2 have a common
Write the converse, inverse, side; therefore ∠1 and ∠2 Conditional Statement
If two planes intersect, then
and contrapositive of the are adjacent angles.
its intersection is a unique
conditional statement
line.
“If two angles are a linear Converse:
pair, then they are If ∠1 and ∠2 are adjacent
Converse:______________
supplementary.” Find the angles, then ∠1 and ∠2 have
Inverse:________________
truth value of each and give common side.
the equivalent statements.
Inverse:________________

V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
 activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?